The infusion of Environmental Education (EE) in chemistry teaching and students’ awareness and attitudes towards environment in Malaysia

Hassan, Arba’at; Ismail, Mohd Zaid

doi:10.1016/j.sbspro.2011.04.309

Cited by 16 publications

(13 citation statements)

References 6 publications

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“…This is not the case in the Kingdom of Bahrain, since there is no formal EE program implemented at any educational level and thus the knowledge that most students acquire does not come from their education but rather from other sources mainly the media including television, radio, newspapers, World Wide Web, social media, etc. Such sources are not always reliable and can deliver misconception (Hassan and Ismail, 2011;Liarakou et al, 2011). In addition, Rickinson (2001) has stated that television is the main source of information for students on environmental issues through nature programs, news and documentaries with more attention given to the impacts of global warming and greenhouse effect rather than discussing possible solutions and the main causes of these events.…”

Section: Discussionmentioning

confidence: 99%

Global warming awareness among the University of Bahrain science students

Freije

Hussain

Salman

2017

Journal of the Association of Arab Universities for Basic and A

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This study was designed to investigate the awareness regarding global warming among the College of Science students at University of Bahrain. A total of 143 science students were examined using a questionnaire that covered three aspects of global warming including causes, impacts, and solutions. The study included 51, 28, 40 and 24 students from the departments of biology, chemistry, mathematics, and physics respectively. The results have shown that 55 ± 10.18% of all students examined answered the questions correctly of which 51 ± 10.28% were in the first year, while 60 ± 7.4% were in their fourth year indicating a direct positive impact of university education. A significant dependence (p 6 0.05) was recorded between first and fourth year students' answers. The results have shown that fourth year biology students were the most knowledgeable, a fact that can be attributed to their academic curriculum. Therefore, the study has recommended integrating environmental concepts into the university curriculum for all students irrespective of their academic specialization in order to increase the environmental awareness.

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Section: Discussionmentioning

confidence: 99%

Global warming awareness among the University of Bahrain science students

Freije

Hussain

Salman

2017

Journal of the Association of Arab Universities for Basic and A

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“…Concerning content validity, all the questions stem from the following relevant literature: Questions regarding students' EB were adopted from relevant reviewed studies about university students' attitudes and behavior towards the environment (Muderrisoglu and Altanlar, 2011;Bozoglu et al, 2016). Questions regarding EE were adapted to the specific sampling population, being based on the following works of Gough and Sharpley (2005), Hassan and Ismail (2011), Zhu et al (2017) and White et al (2018). Questions regarding ES included the 15 items of the New Environmental Paradigm (NEP) scale (Dunlap et al, 2000).…”

Section: Measures and Survey Instrument Designmentioning

confidence: 99%

Investigating the environmental behavior of business and accounting university students

Kyriakopoulos

Ntanos

Asonitou

2020

IJSHE

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Purpose The purpose of this study is to explore the underlying dimensions of environmental behavior (EB) and examine how environmental education (EE) and ecological sensitivity (ES) motivate the EB of Business Administration and Accounting students (BAS). Design/methodology/approach A questionnaire survey was conducted and a sample of 190 BAS was randomly selected from the departments of Business Administration and Accounting and Finance at the University of West Attica (UNIWA), Greece. Findings The analysis was structured upon four underlying components under the EB of the sample: information seeking, recycling, green consuming and active participation. A positive relationship between EB and EE was revealed, while EB and ES were moderately interrelated. An important result was the hesitation of students to convert EE and ES to active participation and green consuming behavior, thus reaffirming similar results from other studies. Research limitations/implications The findings should be further developed using larger samples among other higher education institutions. Future research could be extended to students who reside at sub-urban or rural regions or students who are educated upon diverse academic disciplines. The basket of questions can be enriched with issues of immediate concern among future business executives such as the “ethical” role of accountants or the value creation for local societies. Originality/value The significance of this study lies on associating students’ EB with formal EE with personality characteristics such as ES. Educational policy-makers can enrich the curricula of BAS with environmentally oriented courses and teaching methods that can increase the active participation of students.

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“…A qualified environmental education should cover a wide range of subject areas, from the social sciences to -hard‖ sciences (Monroe, Andrews, & Biedenweg, 2008). EI should be included in the curricula with a wide range of issues and a multidisciplinary approach, according to Hassan & İsmail (2011).…”

Section: Findings Regarding Eimentioning

confidence: 99%